THE USE OF METACOGNITIVE STRATEGY IN TEACHING READING FOR THE ELEVENTH GRADE STUDENTS OF SMA N 2 KUDUS IN THE ACADEMIC YEAR 20112012 By: ALFIYANI KHOIRI
THE USE OF METACOGNITIVE STRATEGY
IN TEACHING READING FOR THE ELEVENTH GRADE STUDENTS
OF SMA N 2 KUDUS IN THE ACADEMIC YEAR 2011/2012
By:
ALFIYANI KHOIRI
2008-32-272
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MURIA KUDUS
2012
ii
THE USE OF METACOGNITIVE STRATEGY
IN TEACHING READING FOR THE ELEVENTH GRADE STUDENTS
OF SMA N 2 KUDUS IN THE ACADEMIC YEAR 2011/2012
SKRIPSI
Presented to the University of Muria Kudus
in Partial Fulfillment of the Requirements for Completing the Sarjana
Program
in English Education
By:
ALFIYANI KHOIRI
NIM 200832272
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MURIA KUDUS
2012
iii
ADVISORS’ APPROVAL
This is to certify that the sarjana skripsi of Alfiyani Khoiri NIM 2008-32-272 has
been approved by the skripsi advisors for further approval by the Examining
Committee.
Kudus, July 2012
Advisor I
Diah Kurniati, S.Pd, M.Pd
NIS.0610701000001190
Advisor II
Dra. Sri Endang Kusmaryati, M.Pd
NIS. 0610701000001009
Acknowledged by
The Faculty of Teacher Training and Education
Dean,
Drs. Susilo Rahardjo, M.Pd
NIP 19560619-198503-1-002
iv
EXAMINERS’ APPROVAL
This is to certify that the sarjana skripsi of Alfiyani Khoiri NIM 2008-32-272 has
been approved by the Examining Committee as a requirement for the Sarjana
degree in the Teaching of English as a Foreign Language.
Kudus, July 2012
Skripsi Examining Commitee
Diah Kurniati, S.Pd, M.Pd,
NIS.0610701000001190
Chairperson
Dra. Sri Endang Kusmaryati, M.Pd,
NIS. 0610701000001009
Member
Dr. Slamet Utomo, M.Pd,
NIP. 19621219-19-198703-1001
Member
Fajar Kartika, M.Hum,
NIS. 0610701000001191
Member
Acknowledged by
The Faculty of Teacher Training and Education
Dean,
Drs. Susilo Rahardjo, M.Pd
NIP 19560619-198503-1-002
v
MOTTO AND DEDICATION
MOTTO
∞ My mother is my everything
∞ Just go with the good flow
∞ God helps those who help themselves
This skripsi is dedicated to:
o
Her beloved Mother and Father.
o
Her beloved brothers.
o
All of her family and best friends
who always support her.
vi
ACKNOWLEDGEMENT
No beautiful words to say in this wonderful occasion, but the greatest
thanks to Allah SWT for the best love, mercy, blessing and compassionate given
to the writer. So, she can finally accomplish this Skripsi entitled “The Use of
Metacognitive Strategy in Teaching Reading for the Eleventh Grade Students of
SMA N 2 Kudus In The Academic Year 2011/2012” is able to be accomplished.
This Skripsi is not merely her own work because of having been greatly
improved by some great people who suggested and guided the writer by giving
some comment and notes to make it better. Therefore, she would like to express
her deep gratitude to:
1. Her beloved parents: Im.Tarmuji and Siti Hayatun for their eternal love and
affection, pray and support to encourage her in finishing this skripsi
2. Drs. Susilo Rahardjo,M.Pd. the Dean of Teacher Training and Education
Faculty
3. Fitri Budi Suryani, S.S.,M.Pd. the Head of English Education Department
4. Diah Kurniati, S.Pd, M.Pd , as the first advisor, thanks for all the time,
advice, patience and attention to the writer in completing this skripsi
5. Dra. Sri Endang Kusmaryati, M.Pd, as her second advisor who had been
spending lot of time to guide and advise her in giving corrections and
suggestion in composing research
6. The lecturers of English Education Department of Teacher Training and
Education Faculty of Muria Kudus University
vii
7. Agustini Dwi Artanti, SS. as English teacher in SMA N 2 Kudus who has
helped her in doing this skripsi in SMA N 2 Kudus
8. Her brothers, Ulil and Ainul who always give support and pray for her.
9. All of her family who always love her especially for Sukarmin, M.Kep., Ners,
and Sulvia Ernawati, Amk
10. All of her best friends for their support and help in finishing this skripsi
especially for Trio Macin (Oka and Riza)
11. All her supporter, men and women who care and give inspiration whom could
not be mentioned here
There is no greatest obstacle in writing this skripsi than avoiding the
temptation of being perfect. Therefore, suggestion from the reader will be fully
appreciated and always awaited. She do expects that this research will be useful
for those, especially who are in the field of education.
Kudus, July 2012
Alfiyani Khoiri
viii
ABSTRACT
Khoiri, Alfiyani. 2012. The Use of Metacognitive Strategy in Teaching Reading
for the Eleventh Grade Students of SMAN 2 Kudus in the Academic Year
2011/2012. Skripsi. English Education Department, Teacher Training
and Education Faculty, Muria Kudus University. Advisors: (i) Diah
Kurniati, S.Pd, M.Pd (ii) Dra. Sri Endang Kusmaryati, M.Pd
Key words: reading ability, Metacognitive Strategy, experimental research.
English is widely used for communication by most of people around the
world so that English is called as international language. Therefore, English is
taught at every level of education. There are four language skills that must be
acquired by the students i.e. listening, speaking, reading and writing. Reading is
one of important skill for the students. Reading seems an easy thing to do, but in
fact many students have difficulties in reading. The eleventh grade students of
SMA N 2 KUDUS still get difficulties in reading especially in understanding the
information conveyed in the text they read. Understanding the fact, the writer
introduces Metacognitive Strategy for the eleventh grade students of SMAN 2
Kudus in the academic year 2011/2012 and teaches how to implement
Metacognitive Strategy when they are reading.
The purpose of the research is to know the reading ability of the students
before and after being taught by using Metacognitive Strategy. The research will
give some information about teaching reading by using Metacognitive Strategy
for the students.
This research is an experimental research. The research was conducted in
the eleventh grade students of SMA N 2 Kudus in the second semester of
academic year 2011/2012. The number of the students in the classroom was 32
students; 26 female and 6 male.
The data of this research was taken from the result of reading
comprehension test conducted before and after being taught by using
Metacognitive Strategy. The findings of the research showed that: (1) the reading
ability of the eleventh grade students of SMA N 2 Kudus before being taught by
using metacognitive starategy, there were only 30 percent of the students passed
the KKM score. The mean score was 71.16 and the standard deviation was 9.04.
Based on the data, the reading ability of the students was categorized as sufficient.
(2) The reading ability of the elenth grade students in SMA N 2 Kudus after being
taught by using Metacognitive Strategy, the students who did not pass KKM score
were only 13 percent of the students. The mean was 82.56 and the deviation
standard was 7.21. It means the reading ability of the students was good. (3) There
is significant difference between the reading ability of the eleventh grade students
of SMA N 2 Kudus in the academic year 2011/2012 before and after being taught
by using Metacognitive Strategy.
ix
This research comes to the conclusion that the reading ability of the
eleventh grade students of SMA N 2 Kudus in the academic year 2011/2012 after
being taught by using Metacognitive Strategy is better than the reading ability of
the eleventh grade students of SMA N 2 Kudus in the academic year 2011/2012
before being taught by using Metacognitive Strategy. Thus, the writer suggests
that the English teacher can implement Metacognitive Strategy as the one of
alternative strategy in teaching reading for the students. Also, the students can use
metacognitive strategy when they are reading autonomously.
x
ABSTRAKSI
Khoiri, Alfiyani. 2012. Penggunaan Strategi metacognitiv dalam pengajaran
untuk siswa kelas sebelas SMA N 2 Kudus tahun ajaran 2011/2012..
Skripsi. Program Studi Pendidikan Bahasa Inggris, Fakultas Keguruan
dan Ilmu Pendidikan, Universitas Muria Kudus. Pembimbing (i) Diah
Kurniati, S.Pd, M.Pd (ii) Dra. Sri Endang Kusmaryati, M.Pd
Kata
kunci:
Kemampuan
eksperimen
Membaca,
Strategi
Metacognitiv,
penelitian
Bahasa inggris digunakan secara luas untuk komunikasi oleh sebagian
besar orang diseluruh dunia sehingga bahasa inggris disebut sebagai bahasa
international. Maka dari itu, bahasa inggris diajarkan di setiap tingkat pendidikan.
Ada 4 kemampuan bahasa yang harus dikuasai oleh siswa yaitu mendengar,
berbicara, membaca dan menulis. Membaca merupakan salah satu kemampuan
yang penting untuk siswa. Membaca dianggap sebagai hal mudah, tetapi
kenyataanya banyak siswa kesulitan dalam membaca khususnya dalam
memahami informasi-informasi yang terkandung dalam teks. Siswa kelas sebelas
SMA N 2 Kudus tahun ajaran 2011/2012 masih mengalmi kesulitan dalam
membaca. Dengan fakta tersebut, penulis memperkenalkan Strategi metacognitiv
kepada siswa kelas sebelas di SMA N 2 Kudus tahun ajaran 2011/2012 dan
mengajarkan bagaimana menerapkan Strategi Metacognitive saat membaca.
Tujuan dari penelitian ini adalah untuk mengetahui kemampuan membaca
siswa sebelum dan sesudah diajar menggunakan strategi Metacognitiv. Penelitian
ini akan memberi beberapa informasi tentang pengajaran membaca menggunakan
Strategi Metacognitiv.
Penelitian ini merupakan penelitian eksperimen. Penelitian ini
dilaksanakan terhadap siswa kelas XI di SMA N 2 Kudus pada tahun ajaran
2011/2012 di smester kedua. Dengan jumlah siswa kelas XI adalah 32 siswa: 26
siswa perempuan dan 6 siswa laki-laki.
Data penelitian diperoleh dari hasil tes kemampuan membaca yang di
berikan sebelum dan sesudah diajar menggunakan Strategi Metacognitiv. Temuan
dari penelitian yang dilaksanakan memperlihatkan bahwa: (1) kemampuan
membaca siswa sebelum diajar menggunakan Metacognitive Strategy, hanya ada
30 persen siswa yang memperoleh nilai diatas nilai KKM. Nilai rata-ratanya
adalah 71,16 dan standar deviasinya 9,04. Dari data tersebut, kemampuan
membaca siswa dapat dikategorigan cukup. (2) Kemampuan membaca siswa
setelah diajar menggunakan Strategi Metacognitiv, hanya ada 13 persen siswa
yang nilainya masih dibawah nilai KKM. Rata-ratanya adalah 82,56 dan standar
deviasinya 7,21. Itu berarti bahwa kemampuan membaca siswa baik. (3) Ada
perbedaan yang signifikan antara kemampuan membaca siswa sebelum dan
sesudah diajar menggunakan Strategi Metacognitiv.
xi
Penelitian ini menyimpulkan bahwa kemampuan membaca sisawa kelas
XI SMA N 2 Kudus tahun pelajaran 2011/2012 setelah diajar menggunakan
Strategi Metacognitiv lebih baik dari sebelum diajar menggunakan Strategi
Metacognitiv. Dengan demikian, penulis menyarankan guru bahasa Inggris bisa
menerapkan Strategi Metacognitiv sebagai strategi alternatif dalam mengajar
membaca untuk siswa. Selain itu, siswa juga bisa menggunakan Strategi
Metacognitiv sendiri saat membaca.
xii
TABLE OF CONTENT
COVER .............................................................................................................. i
LOGO ................................................................................................................. ii
TITLE ................................................................................................................. iii
APPROVAL OF ADVISOR ............................................................................... iv
APPROVAL OF COMMITTEE ........................................................................ v
MOTTO AND DEDICATION .......................................................................... vi
ACKNOWLEDGMENT .................................................................................... vii
ABSTRACT ....................................................................................................... ix
ABSTRAKSI ..................................................................................................... xi
TABLE OF CONTENT ..................................................................................... xiii
LIST OF TABLES .............................................................................................xvi
LIST OF FIGURES ...........................................................................................xvii
LIST OF APPENDICES ................................................................................. . xviii
CHAPTER I INTRODUCTION
1.1. Background of the Study ............................................................................. 1
1.2. Statement of the Problem ............................................................................ 4
1.3. Objective of the Research ........................................................................... 4
1.4. Significance of the Research ....................................................................... 5
1.5. Limitation of the Research .......................................................................... 5
1.6. Operational Definition ................................................................................ 6
CHAPTER II REVIEW TO RELATED LITERATURE AND
HYPOTHESIS
2.1.
The Definition of Reading ....................................................................... 7
2.2.
Teaching English in SMA 2 Kudus ......................................................... 9
2.2.1. The Purpose of Teaching English in SMA N 2 Kudus ........................... 10
2.2.2 Teaching Reading in SMA N 2 Kudus .................................................... 11
xiii
2.2.3 Reading Materials in SMA N 2 Kudus .................................................. 11
2.3.
Metacognitive Strategy ........................................................................... 13
2.3.1
The Advantages of Metacognitive Strategy ............................................ 14
2.3.2
The Procedure in Appliying Metacognitive Strategy ............................. 15
2.4.
Review of Previous Research .................................................................. 17
2.5
Theoretical Framework ............................................................................ 19
2.6
Hypothesis ............................................................................................... 21
CHAPTER III METHOD OF THE RESEARCH
3.1.
Design of the Research ............................................................................ 22
3.2.
Population and Sample............................................................................. 23
3.3.
Instrument of the Research ...................................................................... 24
3.4
Data Collection......................................................................................... 26
3.5
Data Analysis ........................................................................................... 26
CHAPTER IV FINDING OF THE RESEARCH
4.1
Research Finding ..................................................................................... 29
4.1.1 The Reading Ability of the Eleventh Grade Students of SMA N 2
Kudus in Academic Year 2011/2012 before being Taught by Using
Metacognitive Strategy ......................................................................... 29
4.1.2 The Reading Ability of the Eleventh Grade Students of SMA N 2
Kudus
in Academic Year 2011/2012 after being Taught by Using
Metacognitive Strategy ......................................................................... 31
4.2
Hypothesis Testing ................................................................................. 33
CHAPTER V DISCUSSION
5.1
The Reading Ability of the Eleventh Grade Students of SMA N 2
Kudus in Academic Year 2011/2012 before being Taught by Using
Metacognitive Strategy ......................................................................... 35
5.2
The Reading Ability of the Eleventh Grade Students of SMA N 2
Kudus in Academic Year 2011/2012 after being Taught by Using
Metacognitive Strategy ......................................................................... 36
xiv
5.3
The Reading Ability of the Eleventh Grade Students of SMA N 2 Kudus
in Academic Year 2011/2012 before and after being Taught by Using
Metacognitive Strategy ........................................................................... 37
CHAPTER VI CONCLUSION AND SUGGESTION
6.1
Conclusion .............................................................................................. 40
6.2
Suggestion ............................................................................................... 41
BIBLIOGRAPHY ............................................................................................ 42
APPENDICES .................................................................................................. 43
CURRICULLUM VITAE ............................................................................... 77
xv
LIST OF TABLES
Table 3.1
The Score Criteria of the Reading Abilty of the Eleventh
Grade Students of SMA N 2 Kudus in Academic Year
2011/ 2012 .................................................................................... 27
Table 4.1
The Score of the Reading Ability of the Eleventh Grade
Students in SMA N 2 Kudus in Academic Year 2011/ 2012
before being Taught by Using Metacognitive Strategy ................. 29
Table 4.2
The Frequency Distribution of the Score of the Reading
Ability of the Eleventh Grade Students in SMA N 2 Kudus
in Academic Year 2011/ 2012 before being Taught by
Using Metacognitive Strateg ......................................................... 30
Table 4.3
The Score of the Reading Ability of the Eleventh Grade
Students in SMA N 2 Kudus in Academic Year 2011/ 2012
after being Taught by Using Metacognitive Strategy .................... 32
Table 4.4
The Frequency Distribution of the Score of the Reading
Ability of the Eleventh Grade Students in SMA N 2 Kudus
in Academic Year 2011/ 2012 before being Taught by
Using Metacognitive Strateg ......................................................... 32
xvi
LIST OF FIGURES
Figure 4.1 The Histogram of the Score of the Reading Ability of the Eleventh
Grade Students of SMA N 2 Kudus in Academic Year 2011/2012
before being Taught by Using Metacognitive Strategy.. ................. 31
Figure 4.2 The Histogram of the Score of the Reading Ability of the Eleventh
Grade Students of SMA N 2 Kudus in Academic Year 2011/2012
after being Taught by Using Metacognitive Strategy.. .................... 33
xvii
LIST OF APPENDICES
Appendix 1 Lesson Plan .................................................................................... 43
Appendix 2 Reading Test ................................................................................... 53
Appendix 3 Answer Keys of Reading Test ......................................................... 60
Appendix 4 The List of Students’ Name of XI A6 ............................................. 61
Appendix 5 The Score of the Reading Ability of the Eleventh Grade Students
of SMA N 2 Kudus in Academic Year 2011/2012 before being
Taught by Using Metacognitive Strategy......................................... 62
Appendix 6 The Calculation of Mean and Standard Deviation of the Score of
the Reading Ability of the Eleventh Grade Students of SMA N 2
KUDUS in Academic Year 2011/2012 before being taught by
using Metacognitive Strategy. .......................................................... 63
Appendix 7 The Score of the Reading Ability of the Eleventh Grade Students
of SMA N 2 Kudus in Academic Year 2011/2012 after being
Taught by Using Metacognitive Strategy......................................... 65
Appendix 8 The Calculation of Mean and Standard Deviation of the Score of
the Reading Ability of the Eleventh Grade Students of SMA N 2
KUDUS in Academic Year 2011/2012 after being taught by
using Metacognitive Strategy ........................................................ 66
Appendix 9 The Calculation of the T-Test Measuring the Reading Ability of
the Eleventh Grade Students of SMA N 2 KUDUS in Academic
Year 2011/2012 before and after being Taught by Using
Metacognitive Strategy. ................................................................. 68
Appendix 10 The Tabulation of Reading Test of the Eleventh Grade Students
of SMA N 2 Kudus in Academic Year 2011/2012 ..................... 70
Appendix 11 The Students Answer Sheet of Reading Test ............................... 72
Appendix 12 Syllabus ........................................................................................ 74
Appendix 13 The Value of t-table for Any Number Degree of Freedom .......... 76
xviii
IN TEACHING READING FOR THE ELEVENTH GRADE STUDENTS
OF SMA N 2 KUDUS IN THE ACADEMIC YEAR 2011/2012
By:
ALFIYANI KHOIRI
2008-32-272
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MURIA KUDUS
2012
ii
THE USE OF METACOGNITIVE STRATEGY
IN TEACHING READING FOR THE ELEVENTH GRADE STUDENTS
OF SMA N 2 KUDUS IN THE ACADEMIC YEAR 2011/2012
SKRIPSI
Presented to the University of Muria Kudus
in Partial Fulfillment of the Requirements for Completing the Sarjana
Program
in English Education
By:
ALFIYANI KHOIRI
NIM 200832272
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MURIA KUDUS
2012
iii
ADVISORS’ APPROVAL
This is to certify that the sarjana skripsi of Alfiyani Khoiri NIM 2008-32-272 has
been approved by the skripsi advisors for further approval by the Examining
Committee.
Kudus, July 2012
Advisor I
Diah Kurniati, S.Pd, M.Pd
NIS.0610701000001190
Advisor II
Dra. Sri Endang Kusmaryati, M.Pd
NIS. 0610701000001009
Acknowledged by
The Faculty of Teacher Training and Education
Dean,
Drs. Susilo Rahardjo, M.Pd
NIP 19560619-198503-1-002
iv
EXAMINERS’ APPROVAL
This is to certify that the sarjana skripsi of Alfiyani Khoiri NIM 2008-32-272 has
been approved by the Examining Committee as a requirement for the Sarjana
degree in the Teaching of English as a Foreign Language.
Kudus, July 2012
Skripsi Examining Commitee
Diah Kurniati, S.Pd, M.Pd,
NIS.0610701000001190
Chairperson
Dra. Sri Endang Kusmaryati, M.Pd,
NIS. 0610701000001009
Member
Dr. Slamet Utomo, M.Pd,
NIP. 19621219-19-198703-1001
Member
Fajar Kartika, M.Hum,
NIS. 0610701000001191
Member
Acknowledged by
The Faculty of Teacher Training and Education
Dean,
Drs. Susilo Rahardjo, M.Pd
NIP 19560619-198503-1-002
v
MOTTO AND DEDICATION
MOTTO
∞ My mother is my everything
∞ Just go with the good flow
∞ God helps those who help themselves
This skripsi is dedicated to:
o
Her beloved Mother and Father.
o
Her beloved brothers.
o
All of her family and best friends
who always support her.
vi
ACKNOWLEDGEMENT
No beautiful words to say in this wonderful occasion, but the greatest
thanks to Allah SWT for the best love, mercy, blessing and compassionate given
to the writer. So, she can finally accomplish this Skripsi entitled “The Use of
Metacognitive Strategy in Teaching Reading for the Eleventh Grade Students of
SMA N 2 Kudus In The Academic Year 2011/2012” is able to be accomplished.
This Skripsi is not merely her own work because of having been greatly
improved by some great people who suggested and guided the writer by giving
some comment and notes to make it better. Therefore, she would like to express
her deep gratitude to:
1. Her beloved parents: Im.Tarmuji and Siti Hayatun for their eternal love and
affection, pray and support to encourage her in finishing this skripsi
2. Drs. Susilo Rahardjo,M.Pd. the Dean of Teacher Training and Education
Faculty
3. Fitri Budi Suryani, S.S.,M.Pd. the Head of English Education Department
4. Diah Kurniati, S.Pd, M.Pd , as the first advisor, thanks for all the time,
advice, patience and attention to the writer in completing this skripsi
5. Dra. Sri Endang Kusmaryati, M.Pd, as her second advisor who had been
spending lot of time to guide and advise her in giving corrections and
suggestion in composing research
6. The lecturers of English Education Department of Teacher Training and
Education Faculty of Muria Kudus University
vii
7. Agustini Dwi Artanti, SS. as English teacher in SMA N 2 Kudus who has
helped her in doing this skripsi in SMA N 2 Kudus
8. Her brothers, Ulil and Ainul who always give support and pray for her.
9. All of her family who always love her especially for Sukarmin, M.Kep., Ners,
and Sulvia Ernawati, Amk
10. All of her best friends for their support and help in finishing this skripsi
especially for Trio Macin (Oka and Riza)
11. All her supporter, men and women who care and give inspiration whom could
not be mentioned here
There is no greatest obstacle in writing this skripsi than avoiding the
temptation of being perfect. Therefore, suggestion from the reader will be fully
appreciated and always awaited. She do expects that this research will be useful
for those, especially who are in the field of education.
Kudus, July 2012
Alfiyani Khoiri
viii
ABSTRACT
Khoiri, Alfiyani. 2012. The Use of Metacognitive Strategy in Teaching Reading
for the Eleventh Grade Students of SMAN 2 Kudus in the Academic Year
2011/2012. Skripsi. English Education Department, Teacher Training
and Education Faculty, Muria Kudus University. Advisors: (i) Diah
Kurniati, S.Pd, M.Pd (ii) Dra. Sri Endang Kusmaryati, M.Pd
Key words: reading ability, Metacognitive Strategy, experimental research.
English is widely used for communication by most of people around the
world so that English is called as international language. Therefore, English is
taught at every level of education. There are four language skills that must be
acquired by the students i.e. listening, speaking, reading and writing. Reading is
one of important skill for the students. Reading seems an easy thing to do, but in
fact many students have difficulties in reading. The eleventh grade students of
SMA N 2 KUDUS still get difficulties in reading especially in understanding the
information conveyed in the text they read. Understanding the fact, the writer
introduces Metacognitive Strategy for the eleventh grade students of SMAN 2
Kudus in the academic year 2011/2012 and teaches how to implement
Metacognitive Strategy when they are reading.
The purpose of the research is to know the reading ability of the students
before and after being taught by using Metacognitive Strategy. The research will
give some information about teaching reading by using Metacognitive Strategy
for the students.
This research is an experimental research. The research was conducted in
the eleventh grade students of SMA N 2 Kudus in the second semester of
academic year 2011/2012. The number of the students in the classroom was 32
students; 26 female and 6 male.
The data of this research was taken from the result of reading
comprehension test conducted before and after being taught by using
Metacognitive Strategy. The findings of the research showed that: (1) the reading
ability of the eleventh grade students of SMA N 2 Kudus before being taught by
using metacognitive starategy, there were only 30 percent of the students passed
the KKM score. The mean score was 71.16 and the standard deviation was 9.04.
Based on the data, the reading ability of the students was categorized as sufficient.
(2) The reading ability of the elenth grade students in SMA N 2 Kudus after being
taught by using Metacognitive Strategy, the students who did not pass KKM score
were only 13 percent of the students. The mean was 82.56 and the deviation
standard was 7.21. It means the reading ability of the students was good. (3) There
is significant difference between the reading ability of the eleventh grade students
of SMA N 2 Kudus in the academic year 2011/2012 before and after being taught
by using Metacognitive Strategy.
ix
This research comes to the conclusion that the reading ability of the
eleventh grade students of SMA N 2 Kudus in the academic year 2011/2012 after
being taught by using Metacognitive Strategy is better than the reading ability of
the eleventh grade students of SMA N 2 Kudus in the academic year 2011/2012
before being taught by using Metacognitive Strategy. Thus, the writer suggests
that the English teacher can implement Metacognitive Strategy as the one of
alternative strategy in teaching reading for the students. Also, the students can use
metacognitive strategy when they are reading autonomously.
x
ABSTRAKSI
Khoiri, Alfiyani. 2012. Penggunaan Strategi metacognitiv dalam pengajaran
untuk siswa kelas sebelas SMA N 2 Kudus tahun ajaran 2011/2012..
Skripsi. Program Studi Pendidikan Bahasa Inggris, Fakultas Keguruan
dan Ilmu Pendidikan, Universitas Muria Kudus. Pembimbing (i) Diah
Kurniati, S.Pd, M.Pd (ii) Dra. Sri Endang Kusmaryati, M.Pd
Kata
kunci:
Kemampuan
eksperimen
Membaca,
Strategi
Metacognitiv,
penelitian
Bahasa inggris digunakan secara luas untuk komunikasi oleh sebagian
besar orang diseluruh dunia sehingga bahasa inggris disebut sebagai bahasa
international. Maka dari itu, bahasa inggris diajarkan di setiap tingkat pendidikan.
Ada 4 kemampuan bahasa yang harus dikuasai oleh siswa yaitu mendengar,
berbicara, membaca dan menulis. Membaca merupakan salah satu kemampuan
yang penting untuk siswa. Membaca dianggap sebagai hal mudah, tetapi
kenyataanya banyak siswa kesulitan dalam membaca khususnya dalam
memahami informasi-informasi yang terkandung dalam teks. Siswa kelas sebelas
SMA N 2 Kudus tahun ajaran 2011/2012 masih mengalmi kesulitan dalam
membaca. Dengan fakta tersebut, penulis memperkenalkan Strategi metacognitiv
kepada siswa kelas sebelas di SMA N 2 Kudus tahun ajaran 2011/2012 dan
mengajarkan bagaimana menerapkan Strategi Metacognitive saat membaca.
Tujuan dari penelitian ini adalah untuk mengetahui kemampuan membaca
siswa sebelum dan sesudah diajar menggunakan strategi Metacognitiv. Penelitian
ini akan memberi beberapa informasi tentang pengajaran membaca menggunakan
Strategi Metacognitiv.
Penelitian ini merupakan penelitian eksperimen. Penelitian ini
dilaksanakan terhadap siswa kelas XI di SMA N 2 Kudus pada tahun ajaran
2011/2012 di smester kedua. Dengan jumlah siswa kelas XI adalah 32 siswa: 26
siswa perempuan dan 6 siswa laki-laki.
Data penelitian diperoleh dari hasil tes kemampuan membaca yang di
berikan sebelum dan sesudah diajar menggunakan Strategi Metacognitiv. Temuan
dari penelitian yang dilaksanakan memperlihatkan bahwa: (1) kemampuan
membaca siswa sebelum diajar menggunakan Metacognitive Strategy, hanya ada
30 persen siswa yang memperoleh nilai diatas nilai KKM. Nilai rata-ratanya
adalah 71,16 dan standar deviasinya 9,04. Dari data tersebut, kemampuan
membaca siswa dapat dikategorigan cukup. (2) Kemampuan membaca siswa
setelah diajar menggunakan Strategi Metacognitiv, hanya ada 13 persen siswa
yang nilainya masih dibawah nilai KKM. Rata-ratanya adalah 82,56 dan standar
deviasinya 7,21. Itu berarti bahwa kemampuan membaca siswa baik. (3) Ada
perbedaan yang signifikan antara kemampuan membaca siswa sebelum dan
sesudah diajar menggunakan Strategi Metacognitiv.
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Penelitian ini menyimpulkan bahwa kemampuan membaca sisawa kelas
XI SMA N 2 Kudus tahun pelajaran 2011/2012 setelah diajar menggunakan
Strategi Metacognitiv lebih baik dari sebelum diajar menggunakan Strategi
Metacognitiv. Dengan demikian, penulis menyarankan guru bahasa Inggris bisa
menerapkan Strategi Metacognitiv sebagai strategi alternatif dalam mengajar
membaca untuk siswa. Selain itu, siswa juga bisa menggunakan Strategi
Metacognitiv sendiri saat membaca.
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TABLE OF CONTENT
COVER .............................................................................................................. i
LOGO ................................................................................................................. ii
TITLE ................................................................................................................. iii
APPROVAL OF ADVISOR ............................................................................... iv
APPROVAL OF COMMITTEE ........................................................................ v
MOTTO AND DEDICATION .......................................................................... vi
ACKNOWLEDGMENT .................................................................................... vii
ABSTRACT ....................................................................................................... ix
ABSTRAKSI ..................................................................................................... xi
TABLE OF CONTENT ..................................................................................... xiii
LIST OF TABLES .............................................................................................xvi
LIST OF FIGURES ...........................................................................................xvii
LIST OF APPENDICES ................................................................................. . xviii
CHAPTER I INTRODUCTION
1.1. Background of the Study ............................................................................. 1
1.2. Statement of the Problem ............................................................................ 4
1.3. Objective of the Research ........................................................................... 4
1.4. Significance of the Research ....................................................................... 5
1.5. Limitation of the Research .......................................................................... 5
1.6. Operational Definition ................................................................................ 6
CHAPTER II REVIEW TO RELATED LITERATURE AND
HYPOTHESIS
2.1.
The Definition of Reading ....................................................................... 7
2.2.
Teaching English in SMA 2 Kudus ......................................................... 9
2.2.1. The Purpose of Teaching English in SMA N 2 Kudus ........................... 10
2.2.2 Teaching Reading in SMA N 2 Kudus .................................................... 11
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2.2.3 Reading Materials in SMA N 2 Kudus .................................................. 11
2.3.
Metacognitive Strategy ........................................................................... 13
2.3.1
The Advantages of Metacognitive Strategy ............................................ 14
2.3.2
The Procedure in Appliying Metacognitive Strategy ............................. 15
2.4.
Review of Previous Research .................................................................. 17
2.5
Theoretical Framework ............................................................................ 19
2.6
Hypothesis ............................................................................................... 21
CHAPTER III METHOD OF THE RESEARCH
3.1.
Design of the Research ............................................................................ 22
3.2.
Population and Sample............................................................................. 23
3.3.
Instrument of the Research ...................................................................... 24
3.4
Data Collection......................................................................................... 26
3.5
Data Analysis ........................................................................................... 26
CHAPTER IV FINDING OF THE RESEARCH
4.1
Research Finding ..................................................................................... 29
4.1.1 The Reading Ability of the Eleventh Grade Students of SMA N 2
Kudus in Academic Year 2011/2012 before being Taught by Using
Metacognitive Strategy ......................................................................... 29
4.1.2 The Reading Ability of the Eleventh Grade Students of SMA N 2
Kudus
in Academic Year 2011/2012 after being Taught by Using
Metacognitive Strategy ......................................................................... 31
4.2
Hypothesis Testing ................................................................................. 33
CHAPTER V DISCUSSION
5.1
The Reading Ability of the Eleventh Grade Students of SMA N 2
Kudus in Academic Year 2011/2012 before being Taught by Using
Metacognitive Strategy ......................................................................... 35
5.2
The Reading Ability of the Eleventh Grade Students of SMA N 2
Kudus in Academic Year 2011/2012 after being Taught by Using
Metacognitive Strategy ......................................................................... 36
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5.3
The Reading Ability of the Eleventh Grade Students of SMA N 2 Kudus
in Academic Year 2011/2012 before and after being Taught by Using
Metacognitive Strategy ........................................................................... 37
CHAPTER VI CONCLUSION AND SUGGESTION
6.1
Conclusion .............................................................................................. 40
6.2
Suggestion ............................................................................................... 41
BIBLIOGRAPHY ............................................................................................ 42
APPENDICES .................................................................................................. 43
CURRICULLUM VITAE ............................................................................... 77
xv
LIST OF TABLES
Table 3.1
The Score Criteria of the Reading Abilty of the Eleventh
Grade Students of SMA N 2 Kudus in Academic Year
2011/ 2012 .................................................................................... 27
Table 4.1
The Score of the Reading Ability of the Eleventh Grade
Students in SMA N 2 Kudus in Academic Year 2011/ 2012
before being Taught by Using Metacognitive Strategy ................. 29
Table 4.2
The Frequency Distribution of the Score of the Reading
Ability of the Eleventh Grade Students in SMA N 2 Kudus
in Academic Year 2011/ 2012 before being Taught by
Using Metacognitive Strateg ......................................................... 30
Table 4.3
The Score of the Reading Ability of the Eleventh Grade
Students in SMA N 2 Kudus in Academic Year 2011/ 2012
after being Taught by Using Metacognitive Strategy .................... 32
Table 4.4
The Frequency Distribution of the Score of the Reading
Ability of the Eleventh Grade Students in SMA N 2 Kudus
in Academic Year 2011/ 2012 before being Taught by
Using Metacognitive Strateg ......................................................... 32
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LIST OF FIGURES
Figure 4.1 The Histogram of the Score of the Reading Ability of the Eleventh
Grade Students of SMA N 2 Kudus in Academic Year 2011/2012
before being Taught by Using Metacognitive Strategy.. ................. 31
Figure 4.2 The Histogram of the Score of the Reading Ability of the Eleventh
Grade Students of SMA N 2 Kudus in Academic Year 2011/2012
after being Taught by Using Metacognitive Strategy.. .................... 33
xvii
LIST OF APPENDICES
Appendix 1 Lesson Plan .................................................................................... 43
Appendix 2 Reading Test ................................................................................... 53
Appendix 3 Answer Keys of Reading Test ......................................................... 60
Appendix 4 The List of Students’ Name of XI A6 ............................................. 61
Appendix 5 The Score of the Reading Ability of the Eleventh Grade Students
of SMA N 2 Kudus in Academic Year 2011/2012 before being
Taught by Using Metacognitive Strategy......................................... 62
Appendix 6 The Calculation of Mean and Standard Deviation of the Score of
the Reading Ability of the Eleventh Grade Students of SMA N 2
KUDUS in Academic Year 2011/2012 before being taught by
using Metacognitive Strategy. .......................................................... 63
Appendix 7 The Score of the Reading Ability of the Eleventh Grade Students
of SMA N 2 Kudus in Academic Year 2011/2012 after being
Taught by Using Metacognitive Strategy......................................... 65
Appendix 8 The Calculation of Mean and Standard Deviation of the Score of
the Reading Ability of the Eleventh Grade Students of SMA N 2
KUDUS in Academic Year 2011/2012 after being taught by
using Metacognitive Strategy ........................................................ 66
Appendix 9 The Calculation of the T-Test Measuring the Reading Ability of
the Eleventh Grade Students of SMA N 2 KUDUS in Academic
Year 2011/2012 before and after being Taught by Using
Metacognitive Strategy. ................................................................. 68
Appendix 10 The Tabulation of Reading Test of the Eleventh Grade Students
of SMA N 2 Kudus in Academic Year 2011/2012 ..................... 70
Appendix 11 The Students Answer Sheet of Reading Test ............................... 72
Appendix 12 Syllabus ........................................................................................ 74
Appendix 13 The Value of t-table for Any Number Degree of Freedom .......... 76
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